SCHOOL OF EDUCATION...(school Coordinator, Mentor Teacher) is required to sign off on the Pre-service Teacher’s Attendance Register at the end of the professional experience. It

SCHOOL OF EDUCATION Professional Experience Handbook

Professional Practice Handbook 2015 Page ii

Table of Contents ......................................................................................................................................................................................................................................................................... i

GENERAL INFORMATION ............................................................................................................................................................................................................................................. 2

OVERVIEW OF ROLES AND RESPONSIBILITIES OF PARTICIPANTS THROUGHOUT THE PRACTICUM ................................................................................................................................... 5

SCHOOL STAFF ...................................................................................................................................................................................................................................................... 6

1. PROFESSIONAL EXPERIENCE COORDINATOR ..................................................................................................................................................................................................... 6

2. MENTOR TEACHER ........................................................................................................................................................................................................................................... 6

ROLES AND RESPONSIBILITIES .................................................................................................................................................................... ERROR! BOOKMARK NOT DEFINED.

ROLES AND RESPONSIBILITIES ....................................................................................................................................................................................................................... 7

1020732073 PRIMARY PROFESSIONAL PRACTICE I REQUIREMENTS .......................................................................................................................................................................... 13

102074 PRIMARY PROFESSIONAL PRACTICE II REQUIREMENTS ................................................................................................................................................................................. 14

APPENDICES ............................................................................................................................................................................................................................................................ 16

FORMS .................................................................................................................................................................................................................................................................... 31

Professional Practice Handbook 2015 Page 1

Principals, School Professional Experience Coordinators and Mentor Teachers

Thank you for participating in UWS’s Professional Experience

Program. We recognise and value the crucial role schools and early childhood care and education centres play in Pre-service Teachers’ professional learning and development. Indeed, high

quality Professional Experience is only possible with your involvement!

Whilst University Advisors and Mentor Teachers work in partnership to provide the best possible professional experience

for the Pre-service Teacher, it is the Mentor Teacher who undertakes the day-to-day professional development of the Pre-

service Teacher. To make this the best possible experience for all, it is important

that close contact is maintained among the Mentor Teacher, the University Advisor, Pre-service Teacher and Professional

Experience Academic Coordinator. We look forward to being in regular contact with you

We are also committed to researching the effect of professional experience placements on Pre-service Teachers, Mentoring

Teachers, students and schools. With that in mind, those engaged in the professional experience are invited to make their

comments and reports available for analysis. All data will be treated confidentially and no individual or school/centre will be identifiable in any report. If you do not wish your

reports/comments to be used for research purposes please indicate that on the relevant report forms.

Professional Experience Dates

Activity Dates

Primary Professional Practice 1 (PPP1)

Weeks 1 & 2

Monday 20th April –

Friday 1st May

Weeks 3 to 5

Monday 18th May –

Friday 5th June

Primary Professional Practice 2 (PPP2)

Weeks 1 & 2

Monday 20th April –

Friday 1st May

Weeks 3 to 6

Monday 18th May –

Friday 12th June

Contact Details Administration

Contact

Jane Cudmore

Phone: 02 9772 6663 Fax: 02 9772 6251 Email: [email protected]

Professional Experience Academic Coordinators

Primary Professional

Practice 1

Diana Whitton Phone: 02 9772 6435

Email: [email protected]

Primary

Professional Practice 2

Jacqueline Humphries

Phone: 02 9772 6261 Email: [email protected]

mailto:[email protected]




General Information Teaching Standards

Throughout the professional experience, Pre-service Teachers work towards

achieving the elements of the BOSTES Professional Teaching Standards. It is

expected that by the end of their final Professional Experience, Pre-service

Teachers will demonstrate their attainment of the standards and following

completion of the teacher education course, be classified as a Graduate

Teacher according to the New South Wales Institute of Teachers.

Click here for more information on the Professional Teaching Standards.

Providing Evidence of the Standards

Assessment of professional experience should be both rigorous and

consistent. The evidence guide related to the Graduate Teacher level

standards, included in the Appendix, and has been designed to support

Mentor Teachers in schools. Mentor Teachers are pivotal in assessing and

supporting teacher education students on professional experience. This

guide helps to clarify the meaning and significance of each Graduate

Teacher standard descriptor. It should also support rigour and consistency of

assessment across schools by providing Mentor Teachers with specific

examples of what practice at this level should look like. The evidence guide

has been taken from the BOSTES Framework for High Quality Professional

Experience in NSW Schools. Before Professional Experience

Before Pre-service Teachers commence professional experience placements,

they have completed the following requirements:

1. ASCIA Anaphylaxis Course (online component only)

2. Child Protection Training

3. Working With Children Check

Students will have the required documentation in the professional experience

folder.

Name Badges

All Pre-service Teachers are required to purchase and wear a UWS name

badge whilst on professional experience. The name badge is issued through

the university and states the Pre-service Teacher’s name and their Pre-

service Teacher status.

School/Centre Placement

For ethical reasons Pre-service Teachers are not permitted to undertake

professional experience at a school or early childhood education centre where

they work, have relatives enrolled or employed (siblings, parents, children)

or have other close relationships with a school (e.g. chaplaincy, sport coach).

Please notify the professional experience office if you believe there is a

conflict of interest with a Pre-service Teacher allocated to your school/centre.

Attendance and Absences

Pre-service Teachers must attend all allocated Professional Experience days

and be present for the whole school day or allocated shift. It is expected that

the Pre-service Teacher will be in attendance at least 30min prior to the

start of the school day or shift and be available for meetings after school.

As each school/centre varies in the time of their day, the School/Centre

Professional Experience Coordinator will need to inform Pre-service Teachers

of the expected arrival and departure time.

Pre-service Teachers must complete their Attendance Register daily,

recording both arrival and departure times. A school/centre representative

(school Coordinator, Mentor Teacher) is required to sign off on the Pre-

service Teacher’s Attendance Register at the end of the professional

experience. It is not required that Mentor Teachers sign off on each day.

If a Pre-service Teacher is unable to attend professional experience he/she

must contact the school, university and their advisor by 7.30am of the day of

absence. If a Pre-service Teacher is absent for any reason the Absence

from Professional Experience Form must be completed by the Pre-service

Teacher and signed by the Mentor Teacher. This is also required if the School

requests a change of dates for the Pre-service Teacher, as the negotiated

make-up days need to be noted and approved.

Absences of more than three (3) days must be negotiated with the

appropriate Professional Experience Academic Coordinator. Pre-service

teachers may be removed from their professional experience placement for

absences greater than three (3) days.

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/overview/organisation-of-the-standards


All absences must be up within 7 calendar days of the completion of

the practicum, unless negotiated otherwise with the University. Pre-service

Teachers must negotiate with their Mentor Teacher to make up absences.

Pregnancy and Professional Experience

Undertaking a Professional Experience placement whilst pregnant has

potential risks. These should be carefully considered before proceeding with

Professional Experience. Please read the appropriate policy on vUWS if you

are considering undertaking professional experience whilst pregnant. Please

Note: Dates will not be change due to pregnancy i.e. if your baby is due

during the normal placement dates you will not be able to complete

professional experience in that semester.

Additional Duties

It is expected that all Pre-service Teachers will participate fully in the life of

the school/centre during their professional experience. This includes

participating in professional school/centre activities, such as staff meetings,

planning meetings or professional development, as required by the Principal,

Centre Director, Professional Experience Co-ordinator or Mentor Teacher.

In addition, Pre-service Teachers are expected to fulfil the duties as required

by their Mentor Teacher, such as playground and bus duty, school sport,

assemblies and other extracurricular activities. Pre-service Teachers must

not be given sole responsibility when in these roles.

Pre-service Teacher Progress During Professional Experience

In most cases Pre-service Teachers will make satisfactory progress towards

meeting the professional experience outcomes. In cases where Pre-service

Teachers are not making satisfactory progress the procedures for Pre-

service Teachers whose progress is “causing concern” should be followed.

Pre-service Teachers Achieving Satisfactory Progress

When Pre-service Teachers are making satisfactory progress the Mentor

Teacher should:

follow the roles and responsibilities of key personnel

provide daily written and oral feedback as detailed in the Unit

Handbook

identify progress towards meeting the professional experience

outcomes

Pre-service Teachers Whose Progress is Causing Concern

Pre-service Teachers may experience difficulties in meeting the

requirements of the professional experience for a variety of reasons.

These include issues related to:

Professionalism – attendance, punctuality, preparation of plans

and resources; teaching skills including poor communication

processes; behaviour management; ability to accept and/or act

upon advice and instruction; appropriate verbal or physical

interactions with children or young people, families and staff;

teamwork and all other aspects of professional standards and

professional ethics;

Personal attributes – initiative, reflective practice, empathy,

warmth, enthusiasm, commitment, and

Unit and teaching requirements and standards as documented in

unit requirements and assessments for the relevant program and

level of course.

The Mentor Teacher, university advisor, or school professional experience

coordinator can identify a pre-service teacher as ‘causing concern’. Early

identification of any concerns ensures that the Pre-service Teacher

receives appropriate support.

It is essential that mentor teachers identify concerns on the written

feedback they provide. Should a number of concerns be identified and/or

the pre-service teacher does not respond to feedback the Pre-service

Teacher must be identified as “Requiring Additional Support” and the

following procedures must be followed.

Pre-service Teachers Requiring Additional Support

Pre-service Teachers who are not making satisfactory progress must be

identified as Requiring Additional Support. (Available in the Forms

section of this document)

This identification should be made within the first 10 days to allow

time for Pre-service Teachers to act on advice.


Pre-service Teachers At Risk of Failing in the Professional

Experience

Pre-service Teachers must be notified that they are “At Risk of

Failing the Professional Experience” when they:

have been already identified as REQUIRING ADDITIONAL SUPPORT

and have not made satisfactory progress, or

have met the set goals during REQUIRING ADDITIONAL SUPPORT

but new concerns have arisen, or

in circumstances when concerns are only evident in the last 10

days of the Pre-service Teacher’s placement.

In most cases Pre-service Teachers will be identified as Requiring Additional Support before being notified that they are “At Risk of Failing Professional Experience”. However, if concerns arise during the last 10 days of the teaching period, Pre-service Teachers may be placed “At Risk of Failing Professional Experience” without first

going through Requiring Additional Support.

The Pre-service Teacher may not ‘defer’ or ‘withdraw without penalty’

once they have been notified “At Risk”. The expectation is that the Pre-

service Teacher will continue at the placement until the period of the

professional experience is complete or terminated by the host school or

professional experience academic coordinator

Pre-service Teachers who do not participate in the process will be deemed

to have failed to meet requirements by the end of the period of

professional experience (other than in cases of documented serious illness

or misadventure). Pre-service Teachers are expected to attend EVERY

DAY following identification of “At Risk of Failing the Professional

Experience”. Additional placements will not be provided during the period

of enrolment in the professional experience unless the initial placement is

deemed “professionally unsuitable” for reasons not related to Pre-service

Teacher’s poor performance.

Outcome of the At Risk Process

Allocation of a Grade

At the completion of the full period of the professional experience a final

result must be recommended for the professional experience. Pre-service

Teachers who have made satisfactory progress and exhibit a satisfactory

standard of performance at this point may be so designated on the relevant

final report form. Pre-service Teachers who have failed to meet

requirements at this point must be designated on the relevant final report

form as UNSATISFACTORY. This result must be supported by the “At Risk”

documentation. The University Advisor and Mentor Teacher will consult

closely with regard to the final grade. In the event of agreement not being

reached, the final decision is the responsibility of the university.

Only in documented exceptional circumstances and at the discretion of the

Director Academic Program – Professional Experience, a Pre-service Teacher

may be permitted to undertake up to 5 extra professional experience block

days if it is considered by the university advisor and the professional

experience academic coordinator that the Pre-service Teacher can be

expected to achieve a satisfactory professional experience result in this time.

Pre-service Teachers who receive an UNSATISFACTORY grade may re-enrol

in the professional experience unit only when the unit is next on offer and

they can demonstrate that they meet the Inherent Requirements (see below)

of the course. Their academic transcript will record an “UNSATISFACTORY”

grade, which is a fail grade.

Inherent Requirements

The study and practice of teaching requires respect for diversity, knowledge of

theories, legislation, policies and procedures, effective communication, inter-

personal skills, critical thinking, problem solving skills and stamina, to work

effectively with children/young people, their families and communities.

To support potential and current students' decision making a series of inherent

requirement statements has been developed. These statements specify the

requirements of the postgraduate teacher education courses for student

admission and progression, with aspects associated with the study and the

professional practice of teaching. Pre-service Teachers are expected to

demonstrate they meet the Inherent Requirements. For further information on

Inherent Requirements please visit

http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_c

ourses_postgraduate/master_of_teaching_primary

http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_primary

http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_primary


Overview of Roles and Responsibilities of Participants throughout the Practicum

SCHOOL COORDINATOR MENTOR TEACHER UNIVERSITY ADVISOR PRE-SERVICE TEACHER

B E F O R E

On receipt of allocation listing, organise

appropriate allocation of Pre-service Teachers to

relevant Mentor Teachers

Encourage all teachers involved in professional

experience to download & read the

documentation, including the PE Handbook

before practicum commencement. Please note:

the handbook is designed as an e-resource only; it is not expected that Schools print them

Refer concerns/queries to Professional

Experience Office

Notify Professional Experience Office of changed circumstances which may affect Pre-service

Teachers, e.g. change of Mentor Teacher, camp

dates, etc.

Familiarisation with UWS Professional Experience

Handbook

Any enquiries should be referred to the School Professional Experience Coordinator, in the first

instance; or the Professional Experience Office -

9772 6663 or

[email protected]

Prepare work area for Pre-service Teacher

Obtain contact details for Pre-service

Teachers of allocated schools

Contact Pre-service Teachers via email to

introduce yourself & inform them of

availability & contact details

Ensure Professional Experience information

(website link to Handbook) has been received

via email by the School Professional

Experience Coordinator & advise the PE

Office (9772 6663) if information required to

be sent again

After first school visit email placement

allocation information (Mentor Teacher’s

name and grade/stage allocation) to PE

Office

Attend Child Protection Seminar, if not

previously completed

Apply for a Working with Children

Check, if not previously completed &

retain RMS Certificate for inclusion in PE folder

Complete ASCIA Anaphylaxis e-training

course, if not previously completed &

retain ASCIA Certificate for inclusion in

PE folder

Read the Professional Experience Handbook & Learning Guide

Obtain contact details of other UWS Pre-

service Teachers at your host school

Obtain details of your University Advisor

Complete student profile forms and

email to your school and University Advisor

D U R I N G

Undertake appropriate Pre-service Teacher

induction/orientation session on first day

Monitor Pre-service Teachers/Mentor Teachers day-to-day activities

Monitor Pre-service Teacher’s progress

Document & refer concerns about Pre-service Teacher to University Advisor as soon as possible

Monitor Pre-service Teacher’s attendance and

organise for the final signing of the Attendance

Register

Provide advice/assistance to Pre-service

Teacher/s & Mentor Teacher/s during the

practicum

Communicate with University Advisor, particularly if changes, concerns or issues arise.

Notify Mentor Teacher of University Advisor’s

visits, if required

Advise University Advisor and attend meetings when Pre-service Teacher’s progress has been

identified as “At Risk”, and ensure relevant

documentation (available from UWS Primary

Website Link) is forwarded to the Professional Experience Office - 9772 6663 or

[email protected]

Facilitate lesson planning & preparation

Monitor Pre-service Teacher’s lesson preparation

Supervise Pre-service Teacher in classroom & school

Provide written feedback on a daily basis, in the

Lesson Feedback Booklet (provided by the Pre-

service Teacher), on a minimum of 20 lessons throughout the practicum

Report any problems with electronic forms, including

not receipt of login information, as soon as possible

after the start of the block period, by contacting the Professional Experience Office: 9772 6663 or

[email protected]

Notify School Professional Experience Coordinator of

concerns as soon as they are identified

Attend a meeting with the Pre-service Teacher, University Advisor & School Professional Experience

Coordinator when a Pre-service Teacher’s progress

has been identified as “At Risk”

Ensure the School Professional Experience Coordinator has forwarded the link to the UWS

website & the login details provided by UWS for

access to the final report template & Teacher Pay

Claim documentation.

NOTE: forms contained on the website are not for online submission, & should be saved before

completing

Discuss final report with Pre-service Teacher & ensure signatures are completed prior to presenting

the ORIGINAL to the Pre-service Teacher for

submission to the University

Visit/contact schools in order to confirm

attendance of Pre-service Teachers.

Immediately report any discrepancies to the

PE Office

Meet weekly with Pre-service Teachers in school, as a group, to discuss visit focus,

answer questions and address concerns

Meet weekly with Mentor Teachers/ School

Professional Experience Coordinators in

schools to answer questions and address

concerns, in particular about students at risk

Organise & facilitate Learning Circle, ensuring

documented attendance records completed

(reminding Pre-service Teachers to complete

on official Attendance Registers at school)

Facilitate meetings when a Pre-service

Teacher’s progress has been identified as “At Risk”& ensure that Pre-service Teachers

receive a copy of the paperwork

Monitor Pre-service Teacher’s progress &

check Attendance Registers and relevant

documentation

Supply Pre-service Teachers with additional support, if required

Contact Unit Coordinator regarding queries or

concerns

Attend required days & complete

Attendance Register

Complete all required activities,

including meetings & playground/sport

duties

Plan & prepare lesson plans and submit

to Mentor Teacher 24 hours before

teaching

Complete & have available daily all

relevant professional records for

teaching in prac folder, including lesson plans etc.

Evaluate all teaching & learning

sessions

Notify Professional Experience Office ,

Mentor Teacher, and University Advisor

of any absences and/or concerns

In the event of absences, complete

“Absence from Professional Experience

Form” and make-up any absences from

practicum

Attendance at the Learning Circle is

compulsory. Inability to attend will require four (4) hours of approved

Professional Development at the Pre-

service Teacher’s own cost

A F T E R

Ensure Pre-service Teachers’ reports are

completed in consultation with Mentor Teachers

Complete & email a Teacher Pay Claim & Tax

Declaration within 7 days of completion to: [email protected]

Complete & email the Teacher Pay Claim & Tax

Declaration within 7 days of completion to: [email protected]

Check the Pre-service Teacher’s final report

with Mentor Teacher

Check final lesson plan register

Facilitate Practicum Plenary

Assess Pre-service Teacher reports &

Attendance Registers

Collate and submit documentation and

results to PE Office

Check details on report (name, ID,

School)

Discuss the professional experience with

Mentor Teacher

Sign original report

Check Attendance Register completed

Attend the Practicum Plenary to submit

required documentation

Pre-service Teachers should not receive an Unsatisfactory grade unless the REQUIRING ADDITIONAL SUPPORT &/or At Risk procedures have been followed & the appropriate paperwork has been submitted


http://www.kidsguardian.nsw.gov.au/Working-with-children/working-with-children-check

http://www.kidsguardian.nsw.gov.au/Working-with-children/working-with-children-check

http://www.uws.edu.au/education/soe/practicals/primary

http://www.uws.edu.au/education/soe/practicals/primary





SCHOOL STAFF

1. Professional Experience Coordinator

2. Mentor Teacher


Roles and Responsibilities

1. School Professional Experience Coordinator

The role of the School Professional Experience Coordinator is integral to the success of the Professional Experience

Responsibilities of the In School Coordinator include:

liaison with the Professional Experience Office and communicating

placements offered by their school;

ensure Mentor Teachers are aware of the appropriate website for their Pre-service Teacher:

Primary Professional Practice 1 Primary Professional Practice 2 Please Note – If you have a M.Teach (Birth -12years) Pre-

service Teacher, contact

[email protected] for the appropriate links

allocation of Pre-service Teachers to appropriate Mentor Teachers;

informing Pre-service Teachers when, where and who to report to on their first day of professional experience;

coordinate orientation and induction of Pre-service Teachers to the school. This should include, but is not limited to the following areas:

arrival and departure times, dress code, parking arrangements, school policies and procedures, meeting attendance, duty

arrangements, and professional conduct;

ensuring Pre-service Teachers are receiving appropriate support and mentoring from their Mentor Teacher;

maintain communication with the University Advisor and keep them up to date with any placement changes. Please note, if you don’t receive contact from the University Advisor early in the practicum

advise the Professional Experience Office;

notify the University Advisor or the UWS Professional Experience

Office immediately if the school/centre has concerns with Pre-service Teacher competence and/or professional conduct;

attend Requiring Additional Support and Student At Risk meetings if required & submit all relevant document to the UWS Professional Experience Office;

monitor Pre-service Teacher attendance to ensure all days required

for the Professional Experience are completed;

ensuring Mentor Teachers have the website and password details to

access the appropriate paperwork (including pay claim and report documentation)

encourage Mentor Teachers to word process Pre-service Teacher’s

final reports so they are professionally presented;

ensure Pre-service Teachers receive the signed original copies of

their Professional Experience Report and Attendance Register after they have completed the attendance requirements for the Professional Experience;

complete pay claim form if your school has supervised three (3) or

more Pre-service Teachers. Pay claim forms can be emailed to [email protected] with tax declarations. Please

note originals are not required;

please discourage Mentor Teachers from asking Pre-service Teachers to deliver sensitive pay forms to the University.

Important Note: Please ensure that a Pre-service Teacher is

never left alone in charge of children during their Professional Experience, as they must not assume legal responsibilities of being in loco parentis.




2. Mentor Teacher Observation days Observation days provide Pre-service Teachers the opportunity to familiarise themselves with the school and classroom environment. Mentor Teachers are asked to discuss the following with the Pre-service Teachers:

The overall aims and purposes of the particular placement, including

the Pre-service Teacher’s goals; Communication methods and appropriate meeting times between

Mentor Teacher and Pre-service Teacher; Timetable of teaching lessons;

Programs and units of work for assigned classes; Class and students details that are relevant for successful teaching; Relevant details of school/centre organisation e.g. names of

Principal/Deputy Principal, School based Professional Experience Coordinator, other Stage Teacher(s);

Additional requirements such as duties, staff and stage meetings; Routines, expectations and responsibilities associated with Pre-

service Teachers’ roles need to be clear;

Any staff/student teacher policy or induction documents appropriate

for a Pre-service Teacher, including WH&S; and

Location of resources and requirements/ processes for using

particular resources.

Teaching days The teaching expectations for each unit are found on the following pages: 102073 Primary Professional Practice 1 page 14

102074 Primary Professional Practice 2 page 15 When Pre-Service Teachers are not directly teaching lessons they are

expected to: provide learning assistance in the classroom (work with individual

students and small groups as directed by Mentor Teacher); prepare and organise teaching resources/aids; participate in assessment and evaluation activities (with direction

from Mentor Teacher); observe teaching practices and student learning behaviours (this can

include visits to other classrooms).

The Supervision Cycle

Professional Experience is a learning experience for Pre-service Teachers and thus to learn and improve they need feedback on both their success and failures. It is important that Pre-service Teachers are supported and

provided feedback on all steps of the planning and teaching cycle.

Before the Lesson The Pre-service Teacher presents written plans to the Mentor Teacher and discusses with her/him the outcomes, content, resources, strategies to be used and room organisation, management, safety issues etc. The Pre-service

Teacher also discusses the Institute of Teachers standard focus for professional growth and how it may be emphasised in the lesson that has been prepared and the Mentor Teacher’s feedback from previous lessons. The Mentor Teacher provides feedback and suggestions to help improve the lesson.

Presenting the Lesson

The Pre-service Teacher presents (teaches) the planned lesson, which is observed by the Mentor Teacher who records observations and feedback. After the Lesson The Pre-service Teacher self-evaluates the lesson. This evaluation should focus on the content, the teaching and learning processes, the final products created and the learning environment.

The Mentor Teacher and the Pre-service Teacher discuss the lesson and plan for future developments, which either emphasise a new teaching/learning

focus or continue to practice the present focus in subsequent lessons. It is important for Pre-service Teachers to receive written and verbal feedback. Written feedback allows later reflection and review of lesson, whilst discussion allows for clarity and further questions (samples are

provided at the end of this document). Possible ‘Reflective Stems’ for Teacher/Pre-service Teacher Feedback Discussion These stems may assist the Pre-service Teacher and the Mentor Teacher in the identification and development of goals for future teaching.


Mentor Teachers feedback suggestions include:

* I would like to compliment my Pre-service Teacher on … * Areas of development I have observed … * A goal we need to set together and work towards … * An idea I would like to you to try … * An aspect we are working on together … * A recommendation I have about teaching and learning …

* Something I have learned from my Pre-service Teacher …

Lesson Evaluation & Self Reflection

It is necessary for Pre-service Teachers to systematically evaluate their teaching. Lesson evaluations and self-reflections should be completed at the end of each day and should refer to aspects of planning, preparation, outcomes, experiences and resources related to the lesson and teaching day.

Questions for Pre-service Teachers to consider when evaluating and reflecting on lessons taught:

What did I want the students to learn in this lesson? How do I know the students understood the purpose of the lesson? Were the students engaged learners?

What evidence do I have to support this?

How do I feel about the lesson? What happened to make me feel this way? What did I do well? Why? What did the students do well? Why? How well did the students interact in the lesson with each other?

With me?

What might I do differently next time? How does this lesson inform my future teaching?

Pre-service Teacher’s Progress

Maximising Pre-service Teacher success and minimising likelihood of Failure in Professional Experience Learning to be a teacher is a complex, personal and, at times, difficult

matter that involves transformation from “student of teaching” to “teacher of students” (Ganser, 2002). During this time Pre-service Teachers are expected to try out (with relatively unfamiliar children, classes and environment) their own beliefs about learning and teaching, and the knowledge and pedagogy (practices) they have learnt at university. As they

try out their beliefs and developing knowledge and pedagogies, they may

make some mistakes. This situation is to be expected. It is through the observation of teachers and classes; trialling their ideas and pedagogies;

reflecting on the success or otherwise of these ‘trials’; and, re-trialling on the

basis of their reflections and feedback from Mentor Teachers that Pre-service Teachers develop their own professional pedagogical knowledge and practice, and become beginning teachers.

Initially, Mentor Teachers can take the following steps to maximise Pre-service Teacher success and minimise the possibility of failure:

• prepare the class, positively, for the arrival of the Pre-service

Teacher;

• get to know the Pre-service Teacher as well as possible – how

they approach a challenge, how they react to constructive

criticism, how they react to change;

• take into account the Pre-service Teacher’s background and

previous experiences;

• have regular meetings with the Pre-service Teacher and encourage

them to share any difficulties they may be experiencing;

• encourage the Pre-service Teacher to have informal contact with

other members of staff;

• use active listening skills;

• try to deal with any difficulties early and at a low level before

they become serious, do not presume that the problem will

be resolved without direction;

• follow University guidelines carefully with a Pre-service Teacher

whose progress is “causing concern”.

Professional Experience Grades A Satisfactory grade will result in the Pre-service Teacher passing the

professional experience and an Unsatisfactory grade in professional experience will result in the Pre-service Teacher failing the professional experience unit.

When Satisfactory/Unsatisfactory grades are used, the following criteria apply:

S – Satisfactory This grade is awarded to any Pre-service Teacher who is considered by the Mentor Teacher to have demonstrated a satisfactory level of competence according to the criteria of the


particular Professional Experience unit. Where a Pre-service

Teacher’s work is considered outstanding or well above average, this judgement should be reflected in the written comments in the final report.

U – Unsatisfactory This grade may be recommended on the final report on ONE or more of the following grounds:

Performance Deficiencies – i.e. failure to exhibit criteria

indicated for the particular Professional Experience unit

Withdrawing from Professional Experience – unless a Withdrawal

Without Penalty is awarded.

Non-Academic Misconduct.

No Pre-service Teacher should receive an Unsatisfactory grade without being placed “At Risk”, following the procedures detailed in the “Requiring Additional Support” processes in the Forms at the end

of this document.

Pre-service Teacher’s Final Report Each unit has a specific Pre-service Teacher report that is based on the BOSTES Graduate Teacher standards as required by the NSW Institute of Teachers. The reports are password protected on the relevant Unit page:

Primary Professional Practice 1 Primary Professional Practice 2 Please Note – If you have a M.Teach (Birth -12years) Pre-

service Teacher, contact [email protected] for the appropriate links

The login information is sent to all School Professional Experience Coordinators during the first week of the block placement. We suggest the following steps in completing the report:

1. Log onto website and use password to access the secure page. (The site has been tested using a variety of browsers e.g. Internet explorer, Google Chrome, Safari);

2. If you do not have access to the login information contact the

Professional Experience Office on 9772 6663 or email [email protected]. Pre-service Teachers will

not be provided with this information on your behalf, so it is

recommended that you contact the office directly. 3. Save the report to a USB or computer – the report is a Microsoft

Word document; it needs to be saved to be completed. 4. Complete the report through your computer’s word processor (we

request that report documents are word processed for legibility & consistency – Pre-Service Teachers must present these reports to

DEC/BOSTES) 5. Save and Print document 6. Discuss report with Pre-service teacher and sign/date the document

The completion of the final report is the responsibility of the Mentor

Teacher. The Pre-service Teacher must be given the opportunity to read

and discuss the final report with the Mentor Teacher. There should be no

surprises for the Pre-service Teacher in what is written. When completing

the report, reference should be made to the individual unit’s requirements.

In general, the report should be written at the end of the final week of the

block professional experience. The final report is based on a summation of

the daily written feedback that have been previously discussed and given to

the Pre-service Teacher.

Pre-service Teacher’s final grades for professional experience units are not recommended until original reports and attendance registers are submitted by the Pre-service Teacher on Plenary Day.

Late receipt of original reports and attendance registers may lead to Pre-service Teachers not receiving a grade for their professional

experience unit and could result in the Pre-service Teacher not graduating.

Mentor Teacher Payments Under the Industrial Award it is the responsibility of the Mentor Teacher to:

1. Guide Pre-service Teachers in lesson preparation; 2. Observe lessons given by Pre-service Teachers; 3. Discuss with Pre-service Teachers the lessons Pre-service

Teachers give; 4. Make written reports on observed lessons – complete Lesson

http://www.uws.edu.au/education/soe/practicals/primary/professional_practice_i

http://www.uws.edu.au/education/soe/practicals/primary/professional_practice_ii




Feedback pages; and,

5. Make a final end-of-professional experience report on each Pre-service Teacher.

6. Lodge their Teacher Pay Claim form and Tax Declaration Please note: Mentor Teachers are paid for block week periods only, as per the Teachers’ Federation Award.

Payment information and forms will be available with the report template (after the 1st week of block placement)

Pay claim forms can be emailed to:

[email protected] with tax declarations. Please note: originals are not required.

Send all payment documentation at the same time as delayed receipt

of tax declarations may result in the declaration not being processed and therefore a higher rate of tax will be charged.

Payments will not be processed until the end of the professional experience

Payments can take from 4-6 weeks to reach your bank account. If supervision is shared during the professional experience, please

indicate on the pay form the number of days of supervision and the name of the job sharing teacher to ensure accurate payments.

.



Master of Teaching (Primary)

102073 Primary Professional Practice 1


For all professional experience (Primary) administrative enquiries (e.g. pay claims, placements, Pre-service Teacher absences), contact information for University Advisors, or in the case of an emergency please contact:

For specific information regarding the unit requirements contact the Professional Experience Academic Coordinators:

Primary Professional Practice 1:

Diana Whitton Building 4.1.15 Phone: 02 9772 6435 Email: [email protected]

Primary Professional Practice 2:

Jacqueline Humphries Building 4.G.22 Phone: 02 9772 6162 Email: [email protected]

Jane Cudmore

Phone: 02 9772 6663 Fax: 02 9772 6251 Email: [email protected]





102073 Primary Professional Practice I Requirements

After successful completion of 102073 Primary Professional Practice

1 Unit, Pre-service Teachers will be able to:

1. Plan lessons that demonstrate knowledge of students, learning

theory, quality teaching, Australian Curriculum and NSW Syllabus

documents.

2. Implement lessons that use appropriate pedagogies to engage

diverse learners and address learning outcomes.

3. Create and maintain safe and challenging learning environments

through the use of classroom management theories and strategies.

4. Communicate and interact effectively with students, by recognising

and responding to the diversity of learners and learning contexts

including Aboriginal and Torres Strait Islander students, students with

special education needs, students from a non-English speaking

background and students with challenging behaviours.

5. Demonstrate the ability to contextualise content across curriculum.

6. Utilise appropriate resources including ICTs and other technologies to

foster students’ engagement and to support learning.

7. Communicate ethically and professionally with staff and demonstrate

evidence of collegial teamwork.

8. Critically reflect on own learning and feedback from school-based and

university-based teacher educators to assess their teaching

performance with the Australian Professional Standards for Graduate

Teachers.

9. Apply knowledge and understanding of mandatory policies including

child protection; Work, Health and Safety; and welfare and discipline.

10. Demonstrate academic literacy for professional application.

Planning Reminders and Additional Expectations Pre-service Teachers are:

Required to use the lesson plan format provided in the appendix of this document (a blank format is provided on vUWS).

Not permitted to teach any lessons unless a lesson plan is presented and approved as satisfactory, signed and dated by their Mentor Teacher.

Required to submit lesson plans a minimum of 24 hours prior to teaching

Required to complete playground and/or other duties with their Mentor Teacher.

Expected to attend Staff Meetings as requested by the school.

To participate in activities that would be required of the classroom teacher, for example, excursions and sporting events. Please note Pre-service Teachers are not permitted to attend overnight excursions or camps.

To undertake moving students from the playground to other activities

The minimum requirements for the block professional experience are:

Monday Tuesday Wednesday Thursday Friday

Week 1 Observation Observation Observation One small

group lesson One small

group lesson

Week 2 One small

group lesson Two small

group lessons Two small

group lessons Two small

group lessons

One whole class

lesson

Week 3 One whole

class One whole

class Two lessons Two lessons

Two lessons back to back

Week 4

Two lessons back to back

One full session

One full session One full session

Two sessions

Week 5 Two sessions Two sessions Two sessions Whole Day

Whole Day

This is the suggested progression and the minimum requirements for PPP1, however we understand that some modifications may be required (for example, excursions, or Friday may

not be the most suitable whole teaching day due to sport and assembly).

Within the practicum Pre-service Teachers are expected to have taught, if possible, across all subjects. It is acknowledged that some schools plan on a semester basis so be aware that some areas may not automatically be included. Please negotiate with your Mentor Teacher.


102074 Primary Professional Practice 2 Requirements After successful completion of 102074 Primary Professional Practice 2 Unit, Pre-service Teachers will be able to:

1. Apply knowledge of subject content, pedagogy, curriculum

requirements, educational theory and the use of ICTs for learning

and teaching.

2. Apply knowledge and understanding of mandatory policies including

child protection, work health and safety, welfare and discipline, and

key policy documents, resources, personnel and referral agencies

that assist teachers to create effective learning environments and

interpersonal relationships.

3. Apply codes of ethics and professional conduct and communicate

respectfully and effectively with students and staff in the school

setting.

4. Refine and implement a philosophy of teaching and learning that is

underpinned by evidence-based research and practice.

5. Plan, implement and assess for effective learning, and provide oral

and written feedback to school students and parents in a timely and

appropriate manner. Investigate the schools’ strategies for reporting

to parents.

6. Plan for and implement teaching strategies that support the diverse

learning styles of learners including Aboriginal and Torres Strait

Islander learners, students with English as an additional language or

dialect (EAL/D) and students with additional needs, and contribute to

student motivation, engagement and learning.

7. Create and maintain respectful, inclusive, safe and challenging

learning environments by building rapport and implementing

classroom management techniques.

8. Apply professional knowledge and practice by reflecting on and

continually evaluating teaching practice through engagement in

professional dialogue and acting on feedback.

Lesson plans, Daybooks and other Planning Requirements Pre-service Teachers completing Primary Professional Practice 2 are required to take on a larger teaching load. Planning requirements must also reflect this larger teaching load and Pre-service Teachers will move from individual lesson plans to using a daybook format.

Pre-service Teacher are:

Required to use the lesson plan format provided in the appendix of this document (a blank format is provided on vUWS) for the first 2 weeks of the professional experience.

Expected to move to the daybook style of planning at the beginning of Week 3. A Pre-service Teacher may be asked to continue using lesson plans if they have not successfully demonstrated an understanding of the links between planning and teaching.

Required to plan and implement at least one planned mini unit of work / explicit lesson sequence (a minimum of 5 individual lessons).

Required to submit lesson plans and daybooks a minimum of 24 hours prior to teaching

Additional Expectations It is expected that Pre-service Teachers completing Primary Professional Practice 2 will:

Manage transitions between lessons/lessons and lessons/breaks when teaching multiple sessions;

Manage / monitor individual students’ movement in and of out class (e.g. ESL, Reading Recovery, PSSA) when teaching across multiple sessions;

Manage transitions / movement of students between different learning environments (e.g. Library, Assembly, Computer room, sport) when teaching full days.

Participate in all areas of expectation/responsibility of a normal classroom teacher (e.g. playground duty with their Mentor Teacher, staff meetings and stage planning meetings)

Participate in activities that would be required of the classroom teacher, for example, excursions and sporting events. Please note Pre-service Teachers are not permitted to attend overnight excursions or camps.


The minimum requirements for the block professional experience are:

Monday Tuesday Wednesday Thursday Friday

Week 1 Observation Observation Observation One lesson One lesson

Week 2 One full session

One full session

One full session One full session

One full session

Week 3 One full session

One full session

Two sessions Two sessions Two sessions

Week 4

Two sessions back to back





Week 5 Whole Day

Whole Day

Whole Day

Whole Day

Whole Day

Week 6 Whole Day

Whole Day

Whole Day

Whole Day

Whole Day

This is the suggested progression and the minimum requirements for PPP2, however we understand that some modifications may be required (for example, excursions, or Friday may

not be the most suitable whole teaching day due to sport and assembly).

Some Pre-service Teachers may be ready to take on a greater teaching load, this will be in negotiation with the Mentor Teacher and the Pre-service Teacher.

All lessons must be planned using the appropriate format, even if the Pre-service Teacher is teaching above the minimum requirements.

Within the practicum Pre-service Teachers are expected to have taught, if possible, across all subjects. It is acknowledged that some schools plan on a semester basis so we aware that some areas may not automatically be included.

Teaching in New Times (TiNT) Requirements Pre-service Teachers who are enrolled in TiNT are required to undertake some planning and teaching during the in-school week and days. Pre-service Teachers are to design and teach a “Multi-Engaging Experience (rich task)” and are required to:

Investigate a school context and design and create an integrated learning experience of 2 teaching episodes

Individually teach this task

Gather student data, work samples and critically evaluate how the learners ‘performed’ during the tasks.

Please see the Learning Guide for TiNT for further information


Appendices


This is what we expect for PPP1 This is what we expect for PPP2

Graduate Teacher Standard

descriptor

Practices that demonstrate the teacher

education student’s engagement with the

standard during an early professional

experience placement may include any of:

Practices that demonstrate achievement of the standard by the final

professional experience placement may include any of:

1 Know students and how they

learn

The teacher education student …

1.1.1

Demonstrate knowledge and

understanding of physical, social

and intellectual development and

characteristics of students and how

these may affect learning.

• Seeks knowledge of students’ specific physical,

social and intellectual learning needs in an

appropriate manner

• Identifies achievable learning goals for students

• Demonstrates a developing awareness of

differences in students’ learning styles and needs

• Responds to differences in students’ learning

styles and needs through approaches to lesson

planning and teaching

• Identifies students’ specific physical, social and intellectual learning

needs

• Communicates and interacts in ways appropriate to students’

development stages

• Makes modifications to delivery depending on students’ physical, social

and intellectual development

• Considers and makes modifications to the learning environment

depending on physical, social and intellectual development

• Uses a variety of resources to account for the learning style and needs

of students

• Plans differentiated work for students (modified and extension)

1.2.1


understanding of research into how

students learn and the implications

for teaching.

• Identifies current research into how students

learn and the implications for teaching

• Applies knowledge of current research to inform teaching strategies

• Applies knowledge of research on how students’ skills, interests and prior

achievements affect learning

1.3.1

Demonstrate knowledge of teaching

strategies that are responsive to the

learning strengths and needs of

students from diverse linguistic,

cultural, religious and

socioeconomic backgrounds.

• Shows an awareness of the need to differentiate

teaching strategies based on student diversity

• Is aware that schools have programs and policies

relating to inclusivity

• Begins to incorporate global issues into lessons

and unit planning

• Displays cultural sensitivity

• Uses effective questioning or other techniques to engage students

from diverse backgrounds

• Plans for and respects the diversity of all students within the classroom

• Uses culturally sensitive resources, language and strategies in

teaching practice

• Presents controversial issues in a sensitive manner

• Encourages students to express and explore their values and attitudes

in a sensitive manner


1.4.1

Demonstrate broad knowledge and

understanding of the impact of

culture, cultural identity and

linguistic background on the

education of students from

Aboriginal and Torres Strait Islander

backgrounds.

• Acknowledges and is respectful of diversity in

students of Aboriginal and Torres Strait Islander

backgrounds

• Selects strategies to provide for relevant experiences appropriate to

students from Aboriginal and Torres Strait Islander backgrounds,

aiming for engagement and significance

• Integrates culturally sensitive resources, language and strategies in

teaching practice

1.5.1


understanding of strategies for

differentiating teaching to meet the

specific learning needs of students

across the full range of abilities.

• Is aware of the need to differentiate teaching to

meet the different learning needs of all students

• Develops lessons that meet the different needs

of all students

• Develops teaching and learning programs and/or lesson plans with a

variety of teaching and learning activities and resources that link to

syllabus outcomes/objectives and which meet the specific learning

needs of students across the full range of abilities

• Develops teaching and learning programs and/or lesson plans with

differentiated tasks to meet the learning needs of individual students

and groups of students

• Develops teaching activities resulting from collaborative planning or

consultation with specialist student support staff

1.6.1

Demonstrate broad knowledge and

understanding of legislative

requirements and teaching

strategies that support participation

and learning of students with

disability.

• Is aware of and discusses disability legislative

requirements

• Discusses how the learning needs of students

with different disabilities could be met

• Seeks advice and support from appropriate

personnel to develop lessons that support the

learning of students with different disabilities

• Complies with disability legislative requirements

• Encourages a respectful and collegial classroom

environment where all students are valued and

provided with equitable access to learning

opportunities

• Seeks advice and support from appropriate personnel in developing

and implementing effective teaching/learning strategies that aim to

meet students’ diverse learning needs

• Develops a sequence of learning experiences that support the learning

of all students with a disability

• Complies with disability legislative requirements

• Encourages a respectful and collegial classroom environment where all

students are valued and provided

• with equitable access to learning opportunities


2 Know the content and how to teach it


2.1.1 Demonstrate knowledge and

understanding of the concepts,

substance and structure of the

content and teaching strategies of

the teaching area.

• Clearly articulates and accurately explains the

content of the lesson

• Accurately answers content-related questions

from students

• Explores teaching and learning strategies that

link to syllabus outcomes/objectives that are

suitable for the learning context

• Prepares teaching and learning programs and/or lesson plans with a

variety of teaching and learning strategies (eg differentiated

curriculum, collaborative learning,

• ICT, higher order thinking) that link to syllabus outcomes/objectives

• Demonstrates appropriate knowledge of the central concepts of

subject(s) through lesson planning, explanation and linking of content

and outcomes to syllabus documents

2.2.1 Organise content into an effective

learning and teaching sequence. • Plans individual lessons clearly and logically

• Demonstrates a developing ability

to deliver content within a coherent, well-sequenced teaching and learning program

• Develops and delivers logical lesson sequences that reflect curriculum

requirements and are constructed to develop understanding of content

• Selects teaching strategies to provide for relevant and engaging

learning experiences appropriate to a range of students

2.3.1 Use curriculum, assessment and

reporting knowledge to design

learning sequences and lesson

plans.

• Uses the school program as a basis for

designing effective lesson plans and assessment

of learning

• Accesses information about curriculum

documents and other resources and designs

learning sequences and lesson plans accordingly

• Designs assessments which show clear links to the teaching and

learning program and reporting cycle

• Develops assessment activities, criteria and marking rubrics that

illustrate how assessment relates to curriculum and learning outcomes

2.4.1 Demonstrate broad knowledge of,

understanding of and respect for

Aboriginal and Torres Strait Islander

histories, cultures and languages.

• Acknowledges, and is respectful of, Aboriginal

and Torres Strait Islander students and their

heritage, demonstrating this in approaches to

teaching, learning and student interactions

• Chooses content and learning activities that demonstrate a broad

knowledge, understanding and respect for Aboriginal and Torres Strait

Islander histories, cultures and languages

2.5.1 Know and understand literacy and

numeracy teaching strategies and

their application in teaching areas.

• Uses professional dialogue about lesson

content and structure that show the teacher

education student’s knowledge, understanding

and/or teaching strategies to support students’

literacy achievement

• Uses professional dialogue about lesson

content and structure that show the teacher

education student’s knowledge, understanding

and/or teaching strategies to support students’

numeracy achievement

• Develops lesson plans, observation notes and discussion about lesson

content and structure that show the teacher education student’s

knowledge, understanding and/or teaching strategies to support

students’ literacy and/or numeracy achievement

• Works collaboratively, when given the opportunity, with support

teachers, such as EAL/D teachers, to meet students’ literacy and/or

numeracy needs


2.6.1 Implement teaching strategies for

using ICT to expand curriculum

learning opportunities for students.

• Develops teaching and learning programs

and/or lesson plans which show the integration

of ICT into activities to make content more

meaningful

• Can incorporate ICT resources into lessons to

enhance students’ learning

• Develops teaching and learning lesson plans/programs that link to

syllabus outcomes/objectives taking into account available resources,

with a broader variety of ICT teaching and learning activities (eg

project-based learning, web-based research, Web 2.0 tools,

subject/KLA/stage appropriate software)

3 Plan for and implement effective teaching and learning


3.1.1 Set learning goals that provide

achievable challenges for students

of varying abilities and

characteristics.

• Identifies clear and appropriate learning goals

with respect to syllabus documentation and

specific learning needs

• Reflects on and seeks feedback from their

Mentor Teacher on the effectiveness of learning

goals in providing achievable challenges for

students

• Prepares/plans appropriate learning goals with respect to syllabus

documentation and specific learning needs and/or varying abilities

• Differentiates curriculum in lesson plans

• Knows when students have or have not attained a learning goal

3.2.1 Plan lesson sequences using

knowledge of student learning,

content and effective teaching

strategies.

• Writes lesson plans detailing

objectives/outcomes, content, pedagogy and

assessment, as well as sequencing in

consultation with the Teacher

• Seeks to match learning outcomes, content

and teaching strategies to class level in

consultation with the Mentor Teacher

• Reflects with their Mentor Teacher on lesson

planning and student learning

• Begins to assign appropriate time/weighting to

achieve learning outcomes and lesson plans

• Takes into account the Mentor Teacher’s

feedback in relation to content and student

management to plan future student learning

• Implements lesson plans detailing objectives and outcomes, specifying

content, pedagogy and assessment, as well as sequencing in


• Utilises the host school’s scope and sequences and content overviews

to plan appropriate lessons

• Reflects with their Mentor Teacher on lesson/unit delivery to enhance

student learning

• Draws upon previous lesson delivery to plan and implement relevant,

engaging and significant learning experiences

• Takes into account the Mentor Teacher’s feedback in relation to

content and student management to plan future learning

3.3.1 Include a range of teaching

strategies. • Plans and incorporates a range of teaching

strategies

• Includes a basic range of teaching strategies

• Draws upon learnt pedagogical knowledge to adapt, improvise and

inform the teaching of content and outcomes, as well as class

management

• Demonstrates the ability to plan and incorporate a range of teaching

strategies

• Includes an extended range of teaching strategies


3.4.1 Demonstrate knowledge of a range

of resources, including ICT, that

engage students in their learning.

• Shows knowledge of a range of appropriate and

engaging materials and resources and a

capacity to incorporate these into teaching

practice to enhance students’ learning

• Uses current and relevant resources in

consultation with their

• Mentor Teacher to ensure accurate content is

presented in lessons

• Selects current and relevant teaching resources

to improve lesson/unit planning in consultation

with the Mentor Teacher

• Uses a range of appropriate and engaging materials and resources

and demonstrates the capacity to incorporate these into teaching

practice

• Uses a variety of technologies to engage students

• Uses resources appropriate to student developmental levels and

manages resources professionally

• Accesses and uses curriculum support materials effectively

3.5.1 Demonstrate a range of verbal and

non-verbal communication

strategies to support student

engagement.

• Uses effective oral and written communication

skills, including the promotion of standard

Australian English

• Implements the use of vocabulary and

metalanguage to develop conceptual

understanding

• Employs a range of questioning techniques such

as open/closed questioning

• Begins to acknowledge and develop student

responses in an inclusive manner

• Develops voice effectively with respect to tone,

pitch, strength, speed and confidence, for the

students’ level or stage

• Demonstrates and models nonverbal forms

of communication, in consultation with the

Mentor Teacher

• Uses effective oral and written communication skills, including the

promotion of standard Australian English

• Effectively uses vocabulary and metalanguage to develop conceptual

understanding

• Employs a range of questioning techniques such as open/closed

questioning to elicit prior understanding

• Acknowledges and logically develops student responses in an inclusive

manner

• Uses voice effectively with respect to tone, pitch, strength, speed and

confidence, for the students’ level or stage

• Demonstrates effective use of nonverbal forms of communication,

such as teacher presence, pausing, circulating throughout the

environment, eye contact and varying gestures, for student

engagement and management


3.6.1 Demonstrate broad knowledge of

strategies that can be used to

evaluate teaching programs to

improve student learning.

• Shows understanding and achievement of

outcomes as demonstrated through

appropriately linked assessment or data (eg

observational data)

• Develops a range of strategies to cater for the

diverse range of learners within the class

• Accesses assessment criteria in consultation

with the Mentor Teacher

• Reflects on lessons to inform future planning

and to improve pedagogy

• Describes broad strategies that can be used to

evaluate teaching to improve student learning

• Ensures assessment is an integral part of the teaching and learning

cycle and that lesson planning indicates appropriate links between

outcomes and assessment

• Employs a range of strategies to assess student achievement and

participation, catering for the diverse range of learners within the

class

• Informs students by accessing and deconstructing explicit quality

criteria for assessment

• Reflects on lesson to inform future planning and improve pedagogy

• Demonstrates a broad knowledge of strategies that can be used to

evaluate teaching programs to improve student learning

3.7.1 Describe a broad range of

strategies for involving

parents/carers in the educative

process.

• Communicates effectively with parents/carers in

the classroom

• Consults with the Mentor Teacher in order to

understand school–home connections (eg the

school homework policy)

• In consultation with the Mentor Teacher, draws

on established

• school partnerships and local resources to

enhance learning significance

• Explores established structures in the school to

encourage parents/carers to be involved in

school or classroom activities

• Acts professionally, and with the appropriate

confidentiality, when communicating with

parents/carers

• Describes strategies for involving parents/carers

in the educative process

• Encourages parents/carers to visit the classroom and school

• Interacts professionally and respectfully with parents/carers

• Connects school learning to the home context

• Draws on resources within the community to enhance lesson/unit

content

• Promotes established structures in the school to encourage

parents/carers to be involved in school or classroom activities

• Acts professionally, and with the appropriate confidentiality, when

communicating with parents/carers

• Describes strategies for involving parents/carers in the educative

process

4 Create and maintain supportive and safe learning environments


4.1.1 Identify strategies to support

inclusive student participation and

engagement in classroom activities.

• Discusses strategies with the classroom teacher

• Communicates value and respect for students

as individuals and learners

• Trials and reflects upon the success of

strategies to support student engagement

• Contributes to an inclusive classroom where all students are

acknowledged as individuals

• Models an enthusiastic and positive attitude towards teaching and

learning

• Demonstrates effective strategies for engaging students


4.2.1 Demonstrate the capacity to

organise classroom activities and

provide clear directions.

• Has learnt and uses students’ names

• Records observations and discusses classroom

routines

• Records observations and discusses techniques

that teachers use to support student time spent

on learning tasks

• Trials and reflects upon the implementation of

classroom management strategies

• Employs classroom routines consistently to maximise student learning

• Plans and delivers lessons that are timed and sequenced to meet the

needs of the students

• Delivers lessons that articulate clear directions, that have been well

prepared and resourced, and are responsive to student learning

goals/outcomes

4.3.1 Demonstrate knowledge of practical

approaches to manage challenging

behaviour.

• Remains calm and fair

• Discusses student management techniques that

are appropriate and consistently applied

• Discusses possible strategies to be employed to

improve classroom management and is keen to

trial different approaches

• Understands the need to establish and work

within an identifiable welfare/classroom

management system

• Plans engaging learning activities that motivate and engage students

• Demonstrates an understanding of situations that trigger challenging

behaviour

• Applies student management techniques that are fair, appropriate and

consistent

• Handles challenging behaviour quickly, fairly and respectfully,

applying judgement based on the context

• Demonstrates a range of strategies to refocus students

4.4.1 Describe strategies that support

students’ well-being and safety

working within school and/or

system, curriculum and legislative

requirements.

• Discusses specific requirements for ensuring

student safety, including positive welfare

policies, risk management, code of conduct,

WHS, duty of care, child protection

• Trials and reflects upon practices for student

well-being after discussion with the Mentor

Teacher

• Discusses and follows specific requirements, including planning that

supports school policies for ensuring student safety, including

positive welfare policies, risk management, code of conduct, WHS,

duty of care, child protection

• Demonstrates the management of student behaviour and safety in

accordance with mandatory policies

4.5.1 Demonstrate an understanding of

the relevant issues and the

strategies available to support the

safe, responsible and ethical use of

ICT in learning and teaching.

• Discusses strategies which promote safe,

responsible and ethical use of ICT in teaching

and learning (eg awareness of cyber bullying,

harassment, appropriate use of text messaging,

plagiarism, referencing conventions and

copyright law)

• Designs lessons that include explicit teaching and learning strategies

to promote safe, responsible and ethical use of ICT in teaching and

learning

• Produces assessment tasks that include clear guidelines to students

about plagiarism, referencing conventions and copyright law

• Responds appropriately when there is evidence of unethical student

use of ICT


5 Assess, provide feedback and report on student learning


5.1.1 Demonstrate understanding of

assessment strategies, including

informal and formal, diagnostic,

formative and summative

approaches to assess student

learning.

• Trials and reflects upon a variety of assessment

strategies after consultation with the Mentor

Teacher

• Records and uses assessment information

informally (eg observations of student learning

and/or work samples) to monitor student

learning

• Designs and delivers a wide variety of formative and summative

assessment activities to formally monitor student learning

• Analyses student work samples to recognise diagnostic information to

be used and how it informs differentiation and future assessment

strategies and tasks


the purpose of providing timely and

appropriate feedback to students

about their learning.

• Gives constructive and purposeful feedback to

students about their learning progress

• Provides appropriate encouragement to students

• Builds appropriate reinforcement and feedback into lesson plans

• Gives timely, balanced and targeted feedback to enhance student

performance and provides direction for future learning (goal setting)

5.3.1 Demonstrate understanding of

assessment moderation and its

application to support consistent

and comparable judgements of

student learning.

• Collaborates in producing assessment plans,

tasks, marking criteria and marking rubrics

• Develops from their Mentor Teacher an

understanding about school or system

assessment and moderation policies

• Understands the process of moderation and the principle of ensuring

consistent teacher judgement

• Produces assessment plans, tasks, marking criteria and marking

rubrics that demonstrate the school or system policy for the

moderation of assessment activities

• Collects student work samples showing assessment feedback that

demonstrates the school or system policy for the moderation of

assessment activities

5.4.1 Demonstrate the capacity to

interpret student assessment data

to evaluate student learning and

modify teaching practice.

• Considers the types of evidence required to

effectively evaluate student learning

• Reflects upon ways of modifying teaching

practice as a result of assessment data after


• Bases lesson reflections on the evidence gathered through assessment

tasks

• Explains how assessment data has been applied to their planning and

teaching practice

5.5.1 Demonstrate understanding of a

range of strategies for reporting to

students and parents/carers and the

purpose of keeping accurate and

reliable records of student

achievement.

• Discusses student achievement with the Mentor

Teacher

• Is familiar with the school’s reporting

procedures and policies

• Demonstrates an effective approach to collecting, organising and

storing assessment data consistent with school policies and

procedures

• Employs a variety of methods to record evidence gathered through

assessment activities


6 Engage in professional learning The teacher education student …


the role of the Australian

Professional Standards for Teachers

in identifying professional learning

needs.

• Is familiar with the Australian

• Professional Standards for Teachers and how

they frame teaching practice

• Engages in self-reflection about aspects of

professional knowledge, practice and

engagement

• Identifies personal learning goals in relation to

the standards

• Develops a professional portfolio of evidence supporting claims

against each of the Australian Professional Standards for Teachers at

Graduate level

• Identifies personal learning goals in relation to the standards

6.2.1 Understand the relevant and

appropriate sources of professional

learning for teachers.

• Seeks opportunity within the school for

professional learning through discussions with

staff

• Attends professional meetings

• Contributes to staff and curriculum meetings where appropriate

• Participates in professional teams

6.3.1 Seek and apply constructive

feedback from supervisors and

teachers to improve teaching

practices.

• Sets short-term teaching goals in discussion

with their Mentor Teacher

• Receives constructive feedback in a positive and

professional manner

• Acts promptly in applying feedback to improve

teaching practices

• Receives constructive feedback in a positive and professional manner,

and acts upon it promptly

• Sets realistic short- and long-term goals with their Mentor Teacher

• Realistically analyses the extent to which they have achieved their

learning goals


the rationale for continued

professional learning and the

implications for improved student

learning.

• Participates in discussions about the benefits of

ongoing professional learning and collegial

sharing of knowledge and resources

• Reflects on own teaching and seeks advice on

ways to develop professionally and improve

performance

• Engages innovatively within the limits of their responsibilities and

capabilities

• Demonstrates a commitment to teaching and to continuous

improvement of their practice

• Recognises that teachers are agents of their own professional learning

• Reflects on own teaching and seeks advice on ways to develop

professionally and improve performance


7 Engage professionally with colleagues, parents/carers and the community


7.1.1 Understand and apply the key

principles described in codes of

ethics and conduct for the teaching

profession.

• Behaves ethically and respects the

confidentiality of student and school

information

• Communicates effectively and interacts

professionally with colleagues

• Reflects on personal and professional ethical

practice

• Demonstrates knowledge of the relevant codes of ethics that underpin

their educational context

• Reflects critically on personal and professional practice

• Communicates effectively and interacts professionally with colleagues

7.2.1 Understand the relevant legislative,

administrative and organisational

polices and processes required for

teachers according to school stage.

• Seeks out and discusses evacuation procedures

and WHS, and the school and system discipline

and welfare policies

• Describes relevant legislative, administrative

and organisational policies and processes

• Complies with relevant legislative, administrative, organisational and

professional requirements such as child protection, duty of care, etc

• Demonstrates an understanding of evacuation procedures, WHS and

the school and system discipline and welfare policies

7.3.1 Understand strategies for working

effectively, sensitively and

confidentially with parents/carers.

• Employs appropriate and respectful professional

communication with school staff, visitors,

parents and carers

• Describes strategies for working effectively with

parents/carers

• Establishes respectful collaborative relationships through the use of

appropriate language, tone and body language

• Uses appropriate language, written and oral, that is sensitive to the

backgrounds and needs of students, families and parents/carers

• Describes strategies for working effectively with parents/carers

7.4.1 Understand the role of external

professionals and community

representatives in broadening

teachers’ professional knowledge

and practice.

• Shows willingness to participate with school

staff in a range of activities

• Describes how external professionals and

community representatives can help to enhance

teachers’ knowledge and practice

• Shows willingness to participate with school staff, external

professionals and community representatives in a range of activities

and programs

• Demonstrates awareness of appropriate professional organisations and

how they can contribute to professional development


Lesson Feedback -Sample

Pre-service Teacher’s Name: Jane Smith Lesson: Mathematics Time/Session: Mid Date: 12/6/15

Preparation Yes No Feedback Submitted a comprehensive lesson plan x - Good Start to lesson with counting and number chart; great

questions to link to yesterday’s lesson

- Some students not paying attention during instructions; make

sure all students are listening to you. Stop and wait for them –

don’t talk over the top of them, this just gives them permission

to talk while you do.

- Watch management of students when you send them back to

their desks – some children were wandering & slow to start. Bit

too noisy at times.

- Good that you stopped whole class and went over some of the

instructions when you realised many students were asking you the

same question. This is why it is important for children to be

listening to instructions at start.

- Counting song and reflection at end of lesson was an appropriate

closure

- Activities are appropriate and engaging and link well to outcomes

- You are thinking of engaging activities and beginning to

effectively use the IWB

- You are using your voice more effectively and recognizing when

you need to be flexible

Selected appropriate objectives and content x Prepared relevant resources x Identified individual students’ needs x Prepared the room for teaching x Demonstrated relevant knowledge of subject content x KEY: A = always S = sometimes R = rarely

Implementation A S R Clear and succinct lesson introduction x Established and maintained an effective learning environment

x

Utilised a range of relevant and engaging resources x Links to previous learning x Effective use of voice x Suitable pacing of lesson x Gave clear, concise explanations x Utilises a range of questioning techniques x Provides appropriate feedback to students x Used a suitable management strategies x Involve students throughout the lesson x Effective overall classroom management x Provides positive reinforcement x Responded to students’ needs x Drew the lesson to a conclusion x

Professional qualities Yes No Professional appearance x Responsive to mentor teacher’s feedback x Critically evaluated and reflected upon teaching x Maintains professional paper work x Approachable x


Future Directions Pre-service Teacher Professional Reflection

Management of whole class whilst students are working

independently. Jack can be tricky and he likes the one on one

support – even when he can work independently , but you

can’t spend every lesson just with him try

- Go to him first, make sure he understands the first

steps to get started

- Set him a time limit eg I will be back in 5min to check

that you have done…

- Set him up with a buddy eg have him support Alice

Try some different strategies to gain their attention – sounds,

actions. Just saying ‘eyes’ is not working. It is also ok to

wait and stand silent, showing you are ready and waiting for

them. I am happy for you to say you will keep them in at

lunch if they are going to waste your time.

Remember to set expectations of noise and behaviour at the

start of lesson. Use the reward system, tell them what you

are looking for and give out points for those specific

behaviours.

I felt frustrated today whilst teaching this lesson. Jack

is very capable of working independently but he would

not even lift his pencil unless I was working with him,

saying things like ‘ok what do we do now’. I feel like I

have created this problem for myself – in the first few

days I noticed that Jack was often disengaged and so I

have spent a lot of time encouraging him and

supporting him and providing lots of positive

reinforcement, but instead of helping him I have

created a problem. I watched him work this morning

with Miss M and he seemed to day dream and waste

time right up until Miss M said only 10min left and

then he quickly did the required work. I checked his

work and whilst the writing looked rushed he correctly

completed the work. Maybe I have misjudged him and

the work is not challenging enough for him and he

knows he can waste time and still complete it.

I will continue to observe him with other teachers and

I will try some of the strategies that Miss M has

suggested – particularly having him buddy up with one

of the other students.

Please indicate Pre-service Teacher’s overall performance in observed lesson:

Unsatisfactory Satisfactory

Supervising Teacher’s Signature: _____________________________________________ Pre-service Teacher’s Signature: ______________________________________________


Lesson Feedback - Sample

Pre-service Teacher’s Name: Jane Smith Lesson: Literacy Groups Time/Session: Morning Date: 2/6/15

Preparation Yes No Feedback Submitted a comprehensive lesson plan x - Groups were quick to start initial activities but yellow and red

groups were off task quickly; 5 min spent explaining all activities

at the start of the lesson would have helped

- Card game kept blue group busy & on task once they had

finished their activity (quick thinking)

- Students at task sheet activity need to read their book before

completing the task sheet; you will need to monitor this next

time

- Yellow group did not move on & start activity; Jack & Liam

were being disruptive and not working effectively at writing

station

- Your small group instruction was good; with some great

questions used

- Before speaking and listening task they were quite unsettled &

you settled them nicely by using ‘eyes’ and explaining your

expectations

- You gave quality feedback to Annie and other students after

their speaking and listening task

Selected appropriate objectives and content x Prepared relevant resources x Identified individual students’ needs x Prepared the room for teaching x Demonstrated relevant knowledge of subject content x KEY: A = always S = sometimes R = rarely

Implementation A S R Clear and succinct lesson introduction x Established and maintained an effective learning environment

x

Utilised a range of relevant and engaging resources x Links to previous learning x Effective use of voice x Suitable pacing of lesson x Gave clear, concise explanations x Utilises a range of questioning techniques x Provides appropriate feedback to students x Used a suitable management strategies x Involve students throughout the lesson x Effective overall classroom management x Provides positive reinforcement x Responded to students’ needs x Drew the lesson to a conclusion x

Professional qualities Yes No Professional appearance x Responsive to mentor teacher’s feedback x Critically evaluated and reflected upon teaching x Maintains professional paper work x Approachable x


Future Directions Pre-service Teacher Professional Reflection

-Think about the timing of activities & which group does what

ie blue group will be quicker to complete tasks that take

yellow longer - plan for this

- Even when working with one group you must be aware of

what other groups are doing. You need to work on strategies

to monitor all groups

- Vary lessons (particularly ‘sound’ lesson) to differentiate for

each group. This will help with engagement and pace.

- go through each task activity before the lesson and explain.

Use this time to set expectations

I didn’t realise how challenging it is to have children

working in small groups on different tasks. I need to work

on strategies to keep the whole class on task whilst listening

to one group read. Miss M offered some suggestions that I

will plan to implement next week.

I thought that I was well planned and I had all of the

resources organized and set up ready before the children

even came into the classroom. But once we started I

realised that I was not as well planned as I thought. Blue

group took 5min to do the activity and then had nothing

to do. As I was working with green group I did not notice

this until Blue started being disruptive. This is where I had

to think on my feet and come up with the site -word card

game to keep them occupied. What I learnt from this was:

- an awareness of the need to differentiate teaching based

on students

- the importance of knowing individual students

- the importance of plans with differentiated tasks to meet

the learning needs of individual students and groups of

students

Please indicate Pre-service Teacher’s overall performance in observed lesson:

Unsatisfactory Satisfactory

Supervising Teacher’s Signature: _____________________________________________ Pre-service Teacher’s Signature: ______________________________________________


Forms

Lesson Plan Format


Subject Maths, English etc. Class Year/Stage Outcome(s) Teacher’s signature

Topic The topic relating to the content Date Day and date Time Time of day

Objective

Written in terms of Who? – the learner What? – an observable performance or product When? – under particular conditions How well? – at a particular stated criterion or standard

Prior knowledge

What do the students know about the content, processes, products they are working with?

Rationale

Why are you teaching this lesson?

Time Teaching strategies Learning strategies Grouping Space Resources

Min – Break down

What the teacher is doing during the lesson.

What the students are doing in the lesson.

How the students are grouped for each activity.

Where the lesson takes place and movement of students

Materials used by the teacher and the student with quantities.

Formative assessment

Evaluation that happens throughout the lesson. What will the teacher be looking for from the students at each stage of the lesson – skills understood, actions followed etc

Summative Evaluation

Evaluation that happens at the end of the lesson and looks at the total lesson in relation to the objective of the lesson. Comment on alterations that should be planned for in the next lesson for particular students. Evaluation of the content, processes, the teacher & learners

Teaching notes

Information to keep in mind

Follow up

What students need to be followed up – what material should be repeated?

Daybook Format


Term Week Class Day Date

Subject Time Outcomes/purpose Student activities Groups Resources Teaching notes

Time lesson starts and ends e.g. 9.20 – 10.00

What are the expected outcomes of this lesson and what content does it cover – link to Syllabus outcomes.

What the students are doing in the lesson. How the students are grouped for each activity.

Materials used by the teacher and the student with quantities.

Information to keep in mind

Summative Evaluation: Evaluation that happens at the end of the lesson and looks at the total lesson in relation to the

objective of the lesson. Comment on alterations that should be planned for in the next lesson for particular students. Evaluation of the content, processes, the teacher & learners

Follow Up: What students need to be followed up – what material should be

repeated?

Summative Evaluation: Follow Up:





Duties:

Meeting:

Teacher’s signature


12/01/2015

Absence from Professional Experience Form

Program (circle appropriate): Early Childhood Primary Secondary

Host School/Centre:________________________________ University Advisor:________________________________

Name:_________________________________________________ UWS ID:_______________________

Details of absence Type of absence (please tick):

Medical Leave: Pre- service Teacher illness only

Personal Leave: e.g. Funeral, family illness etc.: Email Unit Coordinator prior to absence for approval.

Other Leave: e.g. School requested changes to dates, Supervising Teacher absences, School camp, school closures, natural disasters etc.

ALL ABSENCES MUST BE SUPPORTED BY APPROPRIATE DOCUMENTATION

If no supporting documentation can be produced, you are required to complete a Statutory Declaration, available from http://www.uws.edu.au/__data/assets/pdf_file/0010/163963/2013_Statutory_Declaration_Form.pdf

Details of Absence: From: (date):____________________________ To: (date): ________________________

Total number of days absent _____ Reason for absence: ________________________________________________ Must have a valid reason noted above

Medical Leave (ALL medical absences must be supported by a Medical Certificate)

Name of Practitioner: Dr ____________________________ Medical Certificate attached

Personal Leave: (COMPLETED BY PE Academic Coordinator)

Approved by UWS Supporting Documentation sighted by PE Academic Coordinator:

PE Academic Coordinator Signature: ___________________________________ Date: __________________

Other Leave:

Approved by UWS Supporting Documentation sighted by PE Academic Coordinator:

PE Academic Coordinator Signature: ___________________________________ Date: __________________

Make-up Days – TO BE COMPLETED FOR ALL CHANGES TO DATES OR ABSENCE

Day and Date Absent Day and Date of Make-up Day

Mentoring Teacher’s signature: ______________________________________ Date:

Pre-service Teacher’s signature: __________________________________________ Date: __________________

Before completing this form, please email [email protected], your university advisor, PE Academic Coordinator and mentoring teacher to advise the reason & expected duration of absence. Include your full name, class you are teaching and student identification number.

http://www.uws.edu.au/__data/assets/pdf_file/0010/163963/2013_Statutory_Declaration_Form.pdf


102073 & 102074 Report 35 Date Created 17 July 2014

MASTER OF TEACHING (PRIMARY) FINAL REPORT – 2015

Please tick the correct box for the Pre-service Teacher’s program **PLEASE USE BLACK PEN ONLY**


)


Pre-service Teacher: ID:

School:

Mentor Teacher: Class:

Key: NA – Not Applicable; WT – Working Towards; D - Demonstrated; E - Excellent

PROFESSIONAL KNOWLEDGE

Standard 1 Know students and how they learn NA WT D E

1.1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning

1.2.1 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching

1.3.1 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

1.4.1 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds

1.5.1 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities

1.6.1 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability

COMMENTS:

Standard 2 Know the content and how to teach it NA WT D E

2.1.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area

2.2.1 Organise content into an effective learning and teaching sequence

2.3.1 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans

2.4.1 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

2.5.1 Know and understand literacy and numeracy teaching strategies and their application in teaching areas

2.6.1 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students

School of Education Bankstown Campus


PRESERVICE TEACHER NAME: ID:

COMMENTS:

PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning NA WT D E

3.1.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2.1 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies

3.3.1 Include a range of teaching strategies in teaching

3.4.1 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning

3.5.1 Demonstrate a range of verbal and nonverbal communication strategies to support student engagement

3.6.1 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning

3.7.1 Describe a broad range of strategies for involving parents/ carers in the educative process

COMMENTS:

Standard 4 Create and maintain supportive and safe learning environments NA WT D E

4.1.1 Identify strategies to support inclusive student participation and engagement in classroom activities.

4.2.1 Demonstrate the capacity to organise classroom activities and provide clear directions

4.3.1 Demonstrate knowledge of practical approaches to manage challenging behaviour

4.4.1 Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements

4.5.1 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching



COMMENTS:

Standard 5 Assess, provide feedback and report on student learning NA WT D E

5.1.1 Demonstrate understanding of assessment strategies including informal and formal, diagnostic, formative and summative approaches to assess student learning

5.2.1 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning

5.3.1 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning

5.4.1 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice

5.5.1 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement

COMMENTS:

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning NA WT D E

6.1.1 Demonstrate a capacity to reflect critically on and improve teaching practice.

6.2.1 Demonstrate knowledge of the professional standards framework and its impact on the professional life of a teacher.

6.3.1 Demonstrate knowledge of the available professional development opportunities and the importance of personal planning to ongoing professional growth.

6.4.1 Demonstrate knowledge of the importance of teamwork in an educational context.

COMMENTS:



Standard 7 Engage professionally with colleagues, parents/carers and the community

NA WT D E

7.1.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

7.2.1 Understand the relevant legislative, administrative and organisational polices and processes required for teachers according to school stage

7.3.1 Understand strategies for working effectively, sensitively and confidentially with parents/carers

7.4.1 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

COMMENTS:

SUMMARY COMMENTS:

FINAL GRADE: Satisfactory Unsatisfactory

Sign Off

The student has completed required number of professional experience days: Yes No

**PLEASE USE BLACK PEN ONLY**

This report is deemed to be an original when the official UWS stamp is visible.

SIGNATURES Date signed:

Mentor Teacher

Preservice Teacher


Progression Chart for Pre-Service Teachers Requiring Additional Support or At Risk of Failing

NOTIFICATION OF CONCERN: Organise meeting with University Advisor and Pre-Service Teacher. Complete and submit FORM 1: NEED FOR ADDITIONAL SUPPORT – LEARNING PLAN A

MEET AND EVALUATE PROGRESS: Organise meeting with University Advisor and Pre-Service Teacher to discuss outcomes and complete and submit FORM 2: PRE-SERVICE TEACHER REQUIRING ADDITIONAL SUPPORT

NOTIFICATION OF ONGOING CONCERN: Organise meeting with University Advisor and Pre-Service Teacher and complete and submit FORM 3: PRE-SERVICE TEACHER IS AT RISK OF FAILING PROFESSIONAL EXPERIENCE - LEARNING PLAN B

Pre-service teacher makes SATISFACTORY improvement Continue normal supervision of Pre-service Teacher

MEET AND EVALUATE PROGRESS: Organise FINAL meeting with University Advisor and Pre-Service Teacher and complete and submit FORM 4: OUTCOME OF PRE-SERVICE TEACHER AT RISK OF FAILING PROFESSIONAL EXPERIENCE

Pre-service teacher makes SATISFACTORY improvement Continue normal supervision of Pre-service Teacher

Pre-service teacher does not meet requirements of Learning Plan B

Pre-service teacher does not meet requirements of Learning Plan A

Advise University Advisor and Pre-Service Teacher that an UNSATISFACTORY grade will be awarded for Professional Experience

START HERE If Initial Concern is raised between day 11 and 5 days prior to completion date. Pre-service Teachers should be notified of initial concern prior to their final week of placement.

Please ensure all documentation is submitted to the Professional Experience Office – fax: 9772 6251 or email: following each Meeting [email protected]



Pre-service Teachers Requiring Additional Support

If a Pre-service Teacher is causing concern & requires additional support, the following process is to be followed:

Notification of Concern: if during the first 10 days of practicum, the Mentor Teacher notices any issues they should:

Discuss the concerns with the Pre-service Teacher, liaise with the University Advisor, so the Pre-service Teacher has support and advice throughout the process,

Schedule a Meeting day and time, and advise the School Professional Experience Coordinator, the Pre-service Teacher and the University Advisor of this date. At the meeting the Mentor Teacher should:

Discuss any progress noticed with the Pre-service Teacher,

Complete Form 1: Need for Additional Support – Learning Plan A, detailing and discussing the main areas of concern,

Outline the actions for the Pre-service Teacher to undertake, ensuring the expectations are understood and agreed to,

Provide details of the support to be provided by the Mentor Teacher

Indicate a suitable date for achievement (within a 3 to 5 day period)

Schedule a follow-up Meeting day and time, and advise the School Professional Experience Coordinator, the Pre-service Teacher and the University Advisor of this date,

Submit the Form 1: Need for Additional Support – Learning Plan A to the Professional Experience Office – fax: 9772 6251 or email: Professional Experience Office.

NOTE: Form 1: Need for Additional Support – Learning Plan A should ONLY be completed during the first 10 days of the practicum. From Day 11 to one week prior to the completion date, Mentor Teachers should start from Form 3: Pre-service Teacher is At Risk of Failing Professional

Experience - Learning Plan B

Meet and Evaluate Progress: Discuss any progress noticed with the Pre-service Teacher, following Form 1: Need for Additional Support – Learning

Plan A,

Complete Form 2: Pre-service Teacher Requiring Additional Support to indicate the outcome,

If the outcome of the Meeting is favourable, tick off against the “Satisfactory” box, and Submit the Form 2: Pre-service Teacher Requiring Additional Support to the Professional Experience Office –

fax: 9772 6251 or email: Professional Experience Office. The Pre-service Teacher will now continue the practicum.

If the outcome of the Meeting is NOT favourable, tick the “The Pre-service Teacher has not make significant improvement”, and the Pre-Service Teacher will be –

Notified of Ongoing Concern

Immediately complete Form 3: Pre-service Teacher is ‘At Risk of Failing Professional Experience’ - Learning Plan B to advise the Pre-service Teacher of expectations for improvement.

Schedule a follow-up Meeting day and time, and advise the School Professional Experience Coordinator, the Pre-service Teacher and the University Advisor,

Submit the Form 3: Pre-service Teacher is ‘At Risk of Failing Professional Experience’ - Learning Plan B to the Professional Experience Office – fax: 9772 6251 or email: Professional Experience Office.

If beginning the support process from Day 11 of the practicum the Mentor Teacher should:

Discuss any progress issues with the Pre-service Teacher,

Complete Form 3: Pre-service Teacher is At Risk of Failing Professional Experience - Learning Plan B

Outline the actions for the Pre-service Teacher to undertake, ensuring the expectations are understood and agreed to,

Provide details of the support to be provided by the Mentor Teacher,

Indicate a suitable date for achievement (within a 3 to 5 day period),

Schedule a follow-up Meeting day and time, and advise the School Professional Experience Coordinator, the Pre-service Teacher and the University Advisor of this date,

Submit the Form 3: Pre-service Teacher is At Risk of Failing Professional Experience - Learning Plan B to the Professional Experience Office – fax: 9772 6251 or email: Professional Experience Office.

Meet and Evaluate Progress: FINAL Meeting– to be completed at least one week prior to the completion date of the practicum. The Mentor Teacher should:

Discuss progress of Pre-service Teacher, following Learning Plan B,

If the outcome of the Meeting is favourable, tick off on the Form 4: Outcome of Pre-service Teacher is ‘At Risk of Failing Professional Experience’ against the “Satisfactory” box, include comments in the space provided, and submit the form to the Professional Experience Office – fax: 9772 6251 or email: Professional Experience Office.

If the outcome of the previous Meeting is NOT favourable, tick off on the Form 4: Outcome of Pre-service Teacher is ‘At Risk of Failing Professional Experience’, against the “Unsatisfactory” box, include comments in the space provided, and submit the form to the Professional Experience Office – fax: 9772 6251 or email: Professional Experience Office






Form 1 School of Education - Master of Teaching (Primary) Need for Additional Support

LEARNING PLAN A

Meeting Date:

Unit: Professional Practice I - 101289 Professional Practice II - 101288 Primary Professional Experience - 101604


School: Mentor Teacher: UWS Advisor:

Establish goals/strategies for Pre-service Teacher to improve & set an appropriate timeframe for achievement.

Areas Causing Concern Action by the Pre-service Teacher Support provided by the Mentor Teacher Date for Achievement

1.

2.

3.

4.

5.

Scheduled time, date and place of follow-up Meeting, where Form 2 is to be completed:

Signatures:

Pre-service Teacher: ________________________________________ Mentor Teacher: ____________________________________________________

University Advisor: __________________________________________ Additional Members: _______________________________________________________

Please note: At the conclusion of the meeting, fully signed copies of this form are to be provided to the Pre-service Teacher & UWS Advisor, before forwarding to the

Professional Experience Office – Fax: 9772 6251; Email


Form 2 School of Education - Master of Teaching (Primary)

Pre-service Teacher Requiring Additional Support

Meeting Date:

(To discuss outcomes of Learning Plan A)


Unit: Professional Practice I - 101289

Professional Practice II - 101288

Primary Professional Experience – 101604

School:

Mentor Teacher: Contact phone:

Email:

Additional Member/s:

UWS Advisor:

Name of person making notification:

e.g. Name of Mentor Teacher, PE Coordinator, UWS Advisor

Outcome of Learning Plan A Meeting:

Following completion of the recommended actions on Form 1: “Need for Additional Support – Learning Plan A”:

The Pre-service Teacher is likely to make ‘Satisfactory’ progress

Outcome recorded by: Mentor Teacher UWS Advisor

Please sign and forward this form to the Professional Experience Office – Fax: 9772 6251; Email: [email protected]

The Pre-service Teacher has not made significant improvement.

To advise the Pre-service Teacher of expectations for improvement, immediately complete

Form 3: Pre-service Teacher is At Risk of Failing Professional Experience - Learning Plan B.

Outcome recorded by: Mentor Teacher UWS Advisor

Signatures

Mentor Teacher:

Pre-service Teacher:

UWS Advisor:

Please note: At the conclusion of the meeting, fully signed copies of this form are to be provided to the Pre-service Teacher & UWS

Advisor, before forwarding to the Professional Experience Office – Fax: 9772 6251; Email



Form 3

School of Education - Master of Teaching (Primary)

Pre-service Teacher is At Risk of Fail ing Professional Experience

LEARNING PLAN B Meeting Date:

Unit: Professional Practice I - 101289 Professional Practice II - 101288 Primary Professional Experience - 101604


School: Mentor Teacher: UWS Advisor:

Establish goals/strategies for Pre-service Teacher to further improve & set an appropriate timeframe for achievement.

Areas Causing Concern Action by the Pre-service Teacher Support provided by the Mentor Teacher Date for

Achievement

1.

2.

3.

4.

5.

Scheduled time, date and place of follow-up Meeting, where Form 4 is to be completed:

Signatures:

Pre-service Teacher: _______________________________________________ Mentor Teacher: __________________________________________________________________

University Advisor: _________________________________________________ Additional Members: ______________________________________________________________

Please note: At the conclusion of the meeting, fully signed copies of this form are to be provided to the Pre-service Teacher & UWS Advisor, before forwarding to the Professional Experience

Office – Fax: 9772 6251; Email


Form4 (S te p 4 )

School of Education - Master of Teaching (Primary)

Outcome of Pre-service Teacher is At Risk of Fail ing Professional Experience

Meeting Date: (to discuss Learning Plan B)


Unit: Professional Practice I - 101289

Professional Practice II - 101288

Primary Professional Experience – 101604

School:

Mentor Teacher: Contact phone:

Email:

Additional Member/s:

UWS Advisor:

Name of person making notification:

e.g. Mentor Teacher, PE Coordinator, UWS Advisor

Outcome (please tick one):

Pre-service Teacher is likely to make “Satisfactory” progress

Comments:

Pre-service Teacher will receive an “Unsatisfactory” Grade in the Professional Experience

Comments:

Outcome recorded by: Mentor Teacher University Advisor

Signatures

Mentor Teacher:

Pre-service Teacher:

UWS Advisor:

Please note: At the conclusion of the meeting, fully signed copies of this form are to be provided to the Pre-service Teacher & UWS

Advisor, before forwarding to the Professional Experience Office – Fax: 9772 6251; Email


Documents

SCHOOL OF EDUCATION...(school Coordinator, Mentor Teacher) is required to sign off on the Pre-service Teacher’s Attendance Register at the end of the professional experience. It